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FACILITATING AND INHIBITING DIDACTIC COMMUNICATION FACTORS IN THE CONTEXT OF STUDENTS ‘ SUBJECTIVE VIEWS
https://doi.org/10.15372/PEMW20180110
Abstract
The article explores the problem of ef fective educational communication between a teacher and a student. The author analyzes national and foreign proceedings and highlights the growing interest of researchers to deeper investigation of the factors facilitating the process of didactic communication. At the same time, Psychology hasn’t investigated personal views of students about these factors. The research is based on the model of didactic communication that includes temporal and topological aspect (time and space of educational interaction), organizational, individual and reflexive ones. The author uses own methodic of questionnaire that reflects all structural components of didactic communication. The research focused on 3 groups of first-year students of Tsiolkovskiy Kaluga State University where average age was 18 years and the number of participants was 84 persons. The research reveals students’ views about the factors that favor and prevent didactic communication. The students prefer education interaction that have comfortable temporal and topological conditions, open communicative position of a student and his communicative initiative. The students prefer the forms of education interaction that are characterized by additional communication, availability of channels of knowledge transmitting and af fective intension of didactic communication. The students do not prefer didactic communication that prevents communicative initiative of participants and worsens their interaction.
About the Author
P. V. MenshikovRussian Federation
Petr V. Menshikov – Ph.D., Associate Professor, Associate Professor of the Department of Developmental Psychology and Education.
Kaluga
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Supplementary files
For citation: Menshikov P.V. FACILITATING AND INHIBITING DIDACTIC COMMUNICATION FACTORS IN THE CONTEXT OF STUDENTS ‘ SUBJECTIVE VIEWS. Professional education in the modern world. 2018;8(1):1631-1639. https://doi.org/10.15372/PEMW20180110
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